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Subject @ SAA
Subject: Religious Education
Scheme of Work: B1 to B6 mastery tiles (Year 7)
Term: Autumn/Spring/Summer
Topic / Unit(s) -What can we find out about Christianity through art and architecture?
-How can RE help me understand my community?
Overview / Context -The first short unit will build onto prior knowledge of the Christian belief and the art used to express belief and practices. The unit enables students to gain a deeper understanding of the role of art and architecture within the Christian faith.
-The second unit provides students with opportunities to reflect on and engage with how RE has equipped them with the knowledge and skills to interpret the world around them. They will consider how RE will continue to equip them with the skills, knowledge and understanding to navigate relationships and encounters in the future and reflect on local, national and global links.
Assessment/Mastery
Success criteria
B1 -Match the key words Christian, Church and Bible to their correct definitions -What do you find interesting or puzzling about this topic? -How do you feel about the topic we are studying? Do you have any personal experiences you would like to share in relation to the topic?
B2 -State three facts about icons -Read and retell the story of the Good Samaritan -Do you think RE is an important subject? Write your opinion stating simple reasons
B3 -State definitions of the key words: Art, Spirituality, Awe and Wonder -Describe the meaning of the story of the Good Samaritan -Identify some of the ways a Christian might act if they follow the story of the Good Samaritan. State examples
B4 -Describe what happened in the upper room with Jesus and the disciples and describe what Christian belief this event shows -The event in the upper room is written in the Bible. Why is the Bible an important source of authority? -List questions you would like to ask about the event in the upper room or questions you might have about religion or beliefs we have studied in this unit
B5 -Describe some of the similarities and differences between a Church and a Cathedral -Interpret the meaning of the Lord’s prayer -Do you think that Jesus resurrected and appeared to the disciples in the upper room? Describe your opinion using believable reasons
B6 -Choose some of the beliefs contained within the Lord’s prayer. Why would non-religious people disagree with those beliefs? -Why would non-religious people say that saying the Lord’s prayer would be a waste of time?
Subject @ SAA
-‘Hymns still important in the 21st Century.’ State arguments for and against this statement.
Curriculum Opportunities Art – Students will be analyzing different works of art and also architecture. They will create a piece of art work to represent a Biblical story.
English – Students will be describing, explaining and arguing different points of view
History – Students will be comparing a Church to a Cathedral and will also consider important events which took place at local and national buildings. They will also learn the difference between the established Church and the Church of the state.
Music – Students will be listening to various hymns to determine the meaning of the lyrics
DT – Students will be designing a personal icon
SMSC Spiritual Moral Social Cultural
Assessment Opportunities
PAIR Marking to be completed:
Should huge amounts of money be spent on Cathedrals? (Lesson 6 week 3)
Did Jesus really appear to the disciples in the upper room? (Lesson 8 week 4)
Is it important to have memory palaces, vaults and journals? (Lesson 12 week 6)
Assessment cycle 1 to be completed week 7 (lesson 14)
Assessment Cycle:
1 2 3
Key Vocabulary Church, Christian, Bible, Art, Spirituality, Awe, Wonder, Religious Education, Cathedral, Disciples, local community, national and international community, faith trail, Lord’s Prayer, Resurrection, Hymn, Church of England, established Church, Church of the state
Wider Reading All information / resources required to teach this unit is provided. At home students will be asked to read and learn key words or information as recall homework. Students will also be provided with a revision booklet to prepare for their first assessment
Teacher Notes The first unit builds on previous study which includes religious expression through art work – there is a possibility that some students have a limited understanding of this. The second unit needs to be taught sensitively so as to reflect local, national and global links and issues. As this subject is a core subject area to a Church of England school it is important that the ethos of St Aidan’s is explored within the unit.
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
-What can we find out about Christianity through art and architecture?
Lesson 1
1. Gathering.
Describe why RE is an important subject to study
2. Processing
Explain using examples different types of jobs that RE would be useful for
3. Applying
Evaluate learning by completing the gingerbread man to state key information, feelings and next steps
Bell task
On the mini whiteboards state words associated with Religious Education
Learning toolbox
-Group task: What are the benefits of studying RE? Followed by individual description why
-Students will explain two jobs / careers that RE would be a useful qualification to have in those occupations
Thinking caps: Yellow
Habits of the mind: Work together, be clear and keep learning
Plenary
Gingerbread man. What key information do you now know? How has today’s lesson made you feel? What are your next steps?
-Group task
-Explanation of careers that RE would be useful for
-Plenary task
Resources:
-Power point
Key Vocabulary/Literacy opportunities
-Religious Education
Marking Opportunity:
-Red pen marking during the lesson to correct SPAG
Recall/Homework:
First HW Lesson 2
SMSC:
Spiritual – respecting the importance of RE
Misconceptions:
Some students do not see the relevance of RE and feel it is only a subject needed for careers in the priesthood and believe it is only about God and Jesus which is not the case.
Subject @ SAA
Lesson 2
1. Gathering.
Describe the meaning of the key words for this unit
2. Processing
Explain a personal interpretation of two or three pieces of art work
3. Applying
Evaluate whether you can tell a lot about a person from what they draw or create
Bell task
Make words from the following: Religious Education
Learning toolbox
-Key words to be displayed – think pair and share. Correct definitions to be written in books.
-Group work (interpretation of art work). Students will describe the art (5W’s). Individually students will explain one interpretation of one of the pieces of art work.
Thinking caps: White, green and red
Habits of the mind: Question, problem solve and be clear
Plenary
Do you think that you can tell a lot about a person from what they draw or create? Bronze, silver gold criteria
-Explanation of art work
-Observation via group work
-Evaluation question using success criteria
-Key words will be assessed lesson 3
-Targeted questions
Resources
-Power point
-Art work
Key Vocabulary/literacy opportunities
Church, Christian, Bible, Art, Spirituality, Awe and Wonder
Marking Opportunity:
-Red pen during lesson SPAG
-Evaluation question
Recall/Homework:
Key words recall
SMSC:
Spiritual: Students explore beliefs via art work and use their imagination and reflective skills
Misconceptions:
Students might misinterpret the art work if their knowledge and understanding of Christianity is limited
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 3
1. Gathering.
Describe art work depicting the story of the Good Samaritan
Bell task
Key words test (recall)
Learning toolbox
-Watch media clip of the Good Samaritan
-Peer assessment of image created
-Key words test
Resources:
-Power point
-Media clip
-Art work of Good Samaritan
Subject @ SAA
2. Processing
Explain the meaning of a Biblical story by creating a piece of art work
3. Applying
Evaluate whether images are helpful when learning about beliefs
-Group work: discuss art work which portrays the Biblical story. What do they think about the artist’s interpretation of the story? How would they have interpreted it? Look carefully at the colors chosen; how does the color affect the message of the picture? Look for symbolism. What does the picture tell us about Christianity? Discuss shapes, styles and facial expressions. Where would they hang the painting? What impresses them most? Why might people use images rather than text?
-Students will produce an image to reflect the meaning of the Biblical story.
Thinking caps: Green, Red
Habits of the mind: Look at it another way, keep learning and strive for accuracy
Plenary
Are images helpful when learning about beliefs? Do you agree? Why?
-Art work produced
-Evaluation question
Key Vocabulary/Literacy opportunities
Samaritan
Marking Opportunity:
-Red pen during lesson
-Key words test
Recall/Homework:
Key words recall
SMSC:
Spiritual: Students explore beliefs via art work using their imagination and reflective skills
Moral; recognizing right and wrong behavior in a Biblical story
Misconceptions:
Students need to understand that a Samaritan is a person who inhabited Samaria in Biblical times but the word also refers to a charitable and helpful person
Subject @ SAA
Lesson 4 1. Gathering.
Describe what icons are used for
2. Processing
Explain how icons are made
3. Applying
Evaluate learning by designing a personal icon
Bell task
Key words test (recall)
Students to view the images of the icons. What are they for? What do they do? State words to describe the icons.
Learning toolbox
-Using the information slide students will describe what icons do in the form of a circle map
-Read about and watch a clip of how Orthodox icons are made. Students will explain how icons are made.
Thinking caps: White
Maps: Circle
Habits of the mind: Be creative, enjoy yourself and be clear
Plenary
Create a personal icon. The subject of the icon can be of any significance to the student.
-Description of the icon
-Explanation of how icons are made
-Key words test
-Creation of a personal icon
Resources
-Power point
-Media clip
-Colored pencils
-Images of icons
Key Vocabulary/literacy opportunities
Icon
Marking Opportunity:
--Key words recall
-Red pen during lesson
Recall/Homework:
Key words recall
SMSC:
Spiritual: Students view and also create an icon to express beliefs
Misconceptions:
Assess this following the lesson. Icons have been added to SOW
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 5
1. Gathering.
Describe the key features of a Church
2. Processing
Explain the images you might see inside a Church
Bell task
Key words test (recall)
Learning toolbox
-Watch the media clip on the key features of the Church. Students will record what they see on a circle map. Additional information should be added following power point and discussion.
-Peer assessment
-Circle map
-Discussion
Resources:
-Power point
-Media clip
-Church art images
Key Vocabulary/Literacy opportunities
Church, font, altar, organ,
Subject @ SAA
3. Applying
Evaluate whether all Churches should be empty shells so that Christians do not get distracted
-Group work: Discussion of the images of art you might see inside of a Church.
Thinking caps: White and red
Maps: Circle
Habits of the mind: Work together, think about your thinking and be clear
Plenary
Should Churches be empty shells so that Christians do not get distracted? Bronze, silver, gold. To be peer assessed.
-Evaluation question
pews, lectern and pulpit
Marking Opportunity:
-Recall homework
-Maintenance marking during the lesson
Recall/Homework:
Key words recall
SMSC:
Spiritual: respecting the Christian faith through the Church. Cultural: Church buildings.
Misconceptions:
On occasions students have been known to mix pulpit and lectern definitions
Lesson 6 1. Gathering.
Describe the key features of a Cathedral
2. Processing
Explain the images or the architecture you might see in a Cathedral
3. Applying
Evaluate whether huge amounts of money should be spent on Cathedrals
Bell task
Key words recall
Learning toolbox
-Using explore Durham Cathedral in 360 students to describe the key features of the Cathedral that they can see and record them onto a circle map.
-Students will also watch some media clips so that they can add additional key features and also state information about the images and architecture that you might see if you visited Durham Cathedral.
Thinking caps: White and red
Maps: Circle
Habits of the mind: Use what you’ve learned, think about your thinking and strive for accuracy
-Peer assess
-Recall homework
-Circle maps produced
-Evaluation question
Resources
-Durham Cathedral media clips
-Power point
-Images of Durham Cathedral
-Recall homework (similarities and differences)
Key Vocabulary/literacy opportunities
Cathedral
PAIR task involves an evaluation question (arguing different viewpoints)
Marking Opportunity:
-PAIR marking
Subject @ SAA
Plenary
Should huge amounts of money be spent on Cathedrals?
PAIR MARKING
-Maintenance marking
Recall/Homework:
What are the similarities and differences between a Church and a Cathedral?
SMSC:
Spiritual: respecting the Christian faith through Durham Cathedral
Cultural: Appreciation of Britain’s heritage
Misconceptions:
Cathedral lesson added therefore misconceptions will be identified within the lesson and noted
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
How can RE help me understand my community?
Lesson 7
1. Gathering.
Describe how the St Aidan’s Academy badge acts as a hashtag
2. Processing
Explain the aims and values of St Aidan’s Academy
3. Applying
Evaluate learning by producing a hashtag for the Academy
Bell task
Recall homework : Describe the similarities and differences between a Church and a Cathedral
Learning toolbox
-Watch the hashtag media clip to understand what we mean by the term hashtag. Discuss how the Academy badge acts as a hashtag.
-View the aims and values of St. Aidan’s Academy and discuss. Bronze, silver, gold task to be peer assessed.
Thinking caps: White and green
Habits of the mind: Be creative, look at it another way and be clear
-Peer assessment
-Recall homework
-Hashtag creation
-Questioning and discussion
Resources:
-Power point
-Media clip
Key Vocabulary/Literacy opportunities
Hashtag
Marking Opportunity:
-Maintenance marking during lesson
Recall/Homework:
None
SMSC:
Moral: recognizing respect
Subject @ SAA
Plenary
Students will produce a hashtag for the Academy
within academy aims and values
Social: aims and values promote social skills within school and the local community
Misconceptions:
None encountered
Lesson 8
1. Gathering.
Describe who you would like to meet if you could travel back in time
2. Processing
Explain the event that happened in the upper room with Jesus and the disciples and the Christian belief that this event shows
3. Applying
Evaluate how the school academy links to the Christian church, the local community and international / national communities
Bell task
What is a hero? Can you name any heroes? What is a historical event? Can you name any historical events?
Learning toolbox
-If you could time travel who would you meet and why? Share with a partner.
-Literacy: students will use a reading strategy to read the Biblical story of Jesus in the upper room. Media clip to also be shown to cater for the visual learners. Students will explain the event in the upper room and what Christian belief this shows.
-Discussion: How does our school academy link to the Christian Church, the local community, national and international communities?
Thinking caps: Green
Habits of the mind: Understand others, be clear and strive for accuracy
Plenary
PAIR Task: Did Jesus really appear to the disciples in the upper room? (B, S, G)
-PAIR task
-Discussion
-Questioning
-Explanation of the events in the upper room
Resources
-Bible text
-Power point
Key Vocabulary/literacy opportunities
Literacy – reading of a Bible text
PAIR evaluation question (writing to argue)
Marking Opportunity:
-PAIR marking
-SPAG corrections
Recall/Homework:
Recall: Jesus in the upper room
SMSC:
Spiritual: Christian belief in the resurrection
Misconceptions:
None encountered
The Three Peaks
Objectives
Teaching and Learning Activities Assessment
Notes
Lesson 9 Bell task -Faith trail Resources:
Subject @ SAA
1. Gathering.
Describe the meaning of St. Paul’s quote in 2 Corinthians
2. Processing
Explain how the Christian ethos of the academy can be seen in the academy building
3. Applying
Evaluate how St Aidan’s acts as a beacon to the community
Recall homework : Jesus in the upper room
Learning toolbox
-Bubble map: How can you tell that our academy is a Christian school from walking around the building? Feedback and discussion. Add to bubble maps.
-In pairs students to read St. Paul’s writing in 2 Corinthians 5:7. Discuss what it means. Feedback and discussion.
-Watch an example of a faith trail online e.g. Preston faith trail
-Students to take part in a faith walk around the academy building. They could produce a map with a key to show places in the building which reflect the Christian faith or they could produce an explanation of how you can tell St Aidan’s is a Church of England school.
Thinking caps: White and red
Habits of the mind: Use every sense, enjoy yourself and keep learning
Maps: Bubble
Plenary
How does St Aidan’s act as a beacon in the community / Christian community? What could we add to the website to strengthen this and why? (Bronze, silver, gold)
-Maps
-Observing students during the faith walk
-Questioning
-Evaluation question
-Floor map of the academy
-Power point
-Colors to key code the maps
Key Vocabulary/Literacy opportunities
-Faith trail
Marking Opportunity:
-Evaluation question
Recall/Homework:
History of St Aidan’ s recall
SMSC:
Spiritual: Learning about the Christian environment around them
Misconceptions:
Lower ability students find interpreting St Paul’s writing difficult hence strategies for specific individuals will need to be implemented. Simplified version.
Subject @ SAA
Lesson 10 1. Gathering.
Describe the meaning of the Coldplay track Viva La Vida
2. Processing
Explain key Christian teachings contained in the Lord’s Prayer
3. Applying
Evaluate whether it is important for groups and individuals to share beliefs through songs
Bell task
History of ST Aidan’s recall
Learning toolbox
-Pairs: What is your favorite song? What do the words mean?
-Listen to the Coldplay track. Produce a circle map to record references to Christianity during the lyrics. Following discussion add notes from the power point to circle map.
-Small groups: Students to annotate the meaning of the Lord’s prayer
Thinking caps: Green and red
Habits of the mind: Work together, keep learning and be clear
Maps: Circle
Plenary
Is it important for groups and individuals to share their beliefs through songs? Bronze, silver and gold.
-Circle maps
-Annotated Lord’s Prayer
-Bronzer, silver, gold evaluation question
-Directed questioning
-Discussion
Resources
-Coldplay track
-Copies of Lord’s Prayer
-Highlighters
Key Vocabulary/literacy opportunities
-Lord’s Prayer
-Annotation of Lord’s Prayer
Marking Opportunity:
Maintenance marking during lesson
Recall/Homework:
None
SMSC:
Spiritual: respecting beliefs contained within the Lord’s prayer and being reflective about their own beliefs
Misconceptions:
Students can struggle to interpret some parts of the Lord’s prayer. Groups to be set appropriately for this task.
Subject @ SAA
Lesson 11 1. Gathering.
Describe the meaning of the lyrics contained in the song You’ll never walk alone
2. Processing
Explain the meaning of the hymn Jerusalem or the Lord is my Shepherd
3. Applying
Evaluate whether hymns are still important in the 21
st century
Bell task
State examples of where group singing might happen
Learning toolbox
-Listen to the lyrics of You’ll never walk alone and decide what they mean (circle map)
-Students to be given either the lyrics of Jerusalem or the Lord’s my Shepherd. The lyrics should be annotated and discussed within the groups set. Meanings to be discussed.
-Students to design a piece of art work to represent the song which can be peer assessed
Thinking caps: Green
Habits of the mind: Work together, be creative and think about your thinking
Maps: Circle
Plenary
Are hymns still important in the 21st century? Bronze, silver, gold.
-Peer assessment of art work
-Bronze, silver and gold task
-Questioning
-Discussion
Resources
-Power point
-Hymns
-Colors
-Art materials
Key Vocabulary/literacy opportunities
Hymn
Marking Opportunity:
-Bronze, silver, gold task
-Red pen during lesson
Recall/Homework:
Hymns in the 21st century
recall
SMSC:
Spiritual promoting respect for the Christian faith via hymns
Misconceptions:
Students can struggle to interpret the meaning of hymns. Teach them how to annotate and break sentences down so that they can be interpreted
Subject @ SAA
Lesson 12 1. Gathering.
Describe what the scene from the Notebook shows about memories
2.Processing
Explain why some local and national buildings are significant
3.Applying
Evaluate whether it is important to have memory palaces, vaults or journals
Bell task
Homework recall on hymns in the 21st century
Learning toolbox
-If you could keep only one memory what would it be? Who would be in the memory? Why is that memory important to you? Paired discussion.
-Watch the Notebook clip and discuss what it shows about memories. Students to summarize this.
-In groups students to be given a selection of photographs of local and international buildings. Using this information the students will explain why those buildings are significant.
Thinking caps: White and red
Habits of the mind: Be clear , work together and think about your thinking
Plenary
PAIR TASK: Is it important to have memory palaces, vaults and journals? Bronze, silver, gold.
-PAIR task
-Explanations of why some buildings are significant
-Bronze, silver, gold task
-Discussion
-Questioning
Resources
-PAIR task
-Photographs
-Power point
Key Vocabulary/literacy opportunities
-PAIR task evaluation question
-Memory palace
-Memory vault
-Memory journal
Marking Opportunity:
-PAIR marking
-Red pen during lesson
Recall/Homework:
Revision for assessment
SMSC:
Cultural: buildings which have shaped our heritage
Misconceptions:
None encountered
Subject @ SAA
Lesson 13
1. Gathering.
Describe what is meant by the Church of England
2. Processing
Explain the difference between the terms established Church and the Church of the State
3. Applying
Evaluate whether the Church of England still has a role to play as the Church of the nation
Bell task
How easy is it for people to discuss faith in Britain today?
Learning toolbox
-What do we mean by the Church of England? Think pair and share. Introduction to the Church of England media clip to be shown. Students to describe the meaning of this term.
-Students to be given the information sheets about the established Church and the Church of England. They should produce a piece of art work or a story board to explain the difference between the two.
Thinking caps: White
Habits of the mind: Keep learning, think about your thinking and be clear
Plenary
Do you think that the Church of England still has a role to play as the Church of the nation?
-Art work or story board
-Evaluation question
-Directed questioning at individuals
Resources
-Information on the established Church and the Church of England
-Power point
Key Vocabulary/literacy opportunities
Church of the nation
Marking Opportunity:
-Red pen maintenance
Recall/Homework:
Revision for assessment
SMSC:
-Cultural influences that have shaped our Christian heritage
Misconceptions:
Students cannot define the Church of England or the established Church.
Subject @ SAA
Lesson 14
1. Gathering.
Describe what we have learned in this unit
2.Processing
Explain responses to assessment task
3.Applying
Evaluation of completed assessment
Bell task
Read assessment tasks in silence. Highlight key words or annotate in order to understand the tasks.
Learning toolbox
-Discussion: Think pair and share. What have we learned this term?
-Students to complete Assessment Cycle 1
Habits of the mind: Persist, think before acting, think about your thinking and strive for accuracy.
Plenary
Use the criteria plus a highlighter and check that all tasks of the assessment have been completed to a high standard.
Assessment cycle 1
Resources
-Assessment task
-Writing frames PP and SEND
-Highlighters
Key Vocabulary/literacy opportunities
Key words from the unit
Marking Opportunity:
Assessment 1 PAIR marking
Recall/Homework:
None
SMSC:
All covered within this unit.
Misconceptions:
Will be evident following assessment
Subject @ SAA
Subject: Religious Education
Scheme of Work: B1 to B6 mastery tiles (Year 7)
Term: Autumn/Spring/Summer
Topic / Unit(s) -Where in the world is Christianity? (12 lessons)
-Why and how do we celebrate Christmas (2 lessons)
Overview / Context The aim of this unit is to understand and explore the nature of Christian belief and Christianity around the world today. Students will already have some knowledge about Jesus and the Christian Church. This unit gains an insight into the diversity of Christian denominations and their beliefs, expressions of faith in Britain and around the world.
Assessment/Mastery
Success criteria
B1 Match the key words Christian, Jesus and Church to their correct definitions
State what you find interesting or puzzling about the topic we are studying
How do you feel about the unit we are studying? Do you have any personal experiences you would like to share?
B2 State three facts about Jesus
Retell a part of St. Aidan’s life
Do you think Jesus was just an ordinary man who lived a long time ago? State your opinion using simple reasons
B3 State the meaning of the following words: Worship, sacrifice and Church
Describe how Christians worship God
How has the Great Commission influenced the lives of the people working for the NE1 project?
B4 Describe what Christians believe about Jesus
Christians believe in and follow the teachings of Jesus. Why are the teachings of Jesus important?
List questions you would like to ask about religion or beliefs relevant to this unit
B5 Describe some of the similarities and differences between two different types of Christian worship
Explain the meaning of the Great Commission (Matthew 28: 16-20)
Do you think that Britain is a Christian country? State your opinion. Your reasons must be believable.
B6 Why might a non-religious person not take part in a faith walk?
Why would non-religious people argue that worship is a waste of time?
‘Prison is a worse punishment than death.’ State arguments for and against the statement.
Subject @ SAA
Curriculum Opportunities History: Students will learn how Christianity came to Britain including the life of St Aidan the spread of Christianity across Northumberland.
Geography: Using maps students will identify the population of Christianity across the world and will color code their maps including interpretation
English: Students will produce an acrostic poem and will also be arguing different points of view, comparing and contrasting and interpreting texts. In order to plan an evaluation question students will use a tree diagram for planning purposes.
Mathematics: statistics interpretation of a map.
Art: Students will create a freeze frame or a scene to illustrate a part of St. Aidan’s life.
SMSC Spiritual Moral Social Cultural
Assessment Opportunities
PAIR Marking to be completed:
-Do you think that Jesus was just an ordinary man who lived a long time ago? Lesson 2
-Live drama scene to detail a part of St Aidan’s life in Lesson 5
-Is Christianity dying out in our modern world? Lesson 9
-Is prison a worse punishment than the death penalty? Lesson 12
Assessment Cycle:
1 2 3
Key Vocabulary Jesus, Church, Christian, Worship, Sacrifice, Schism, Reformation, Great Commission, St Aidan, Priesthood, Spiritual, Christianity, Denomination, Roman Catholic, Church of England, Quakers, Salvation Army, Methodists, Anglican, Traditional, Modern, Death Penalty
Wider Reading -All relevant reading material is provided with lesson power points and resources
Teacher Notes This unit is very useful in the sense that students will understand that there are different denominations within Christianity. It is a common error in GCSE RE examinations that when students are asked to write about another religion they can refer to Roman Catholics as being a religion and students may not recognize that Roman Catholics are in fact Christians.
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 1
1. Gathering.
Describe who you think Jesus is
2. Processing
Explain why some people are famous
3. Applying
Evaluate learning by writing questions that would test your knowledge of today’s topic
Bell task
On mini whiteboards state what you know about Jesus.
Feedback and discussion.
Learning toolbox
-Watch the video street interviews and the people discussing who they think Jesus is. Students to write a short summary explaining who they think Jesus is. Discussion: How do the class ideas compare and contrast to the general public in the interview?
-Students will watch the media clip of famous people. Who are the people? Why are they famous? Discussion. Students should explain why some people are famous and should use examples of celebrities to support their answer.
Link famous people to Jesus and watch the media clip which outlines the life of Jesus Christ. It is important that students take notes during this. A circle map could be used for this activity. Discussion and feedback using large circle map on board.
Thinking Caps: White and green
Maps: Circle
Habits of the mind: Strive for accuracy, be creative and keep learning
Plenary
List five questions you would like to ask about Jesus or write five questions that would test your understanding of today’s lesson.
-Circle maps
-Discussion
-Targeted questioning
-Plenary activity
Resources:
-Media clips (public on the street and Jesus’ life)
-Circle maps
Key Vocabulary/Literacy opportunities
Jesus
Christian
Marking Opportunity:
Red pen marking
Recall/Homework:
None
SMSC:
Spiritual: exploration into Christian beliefs about Jesus
Misconceptions:
None perceived in past lessons on this topic
Subject @ SAA
Lesson 2
1. Gathering.
Describe what some of the paintings of Jesus show
2. Processing
Explain what Jesus was like from evidence contained in the Bible
3. Applying
Evaluate whether Jesus was just an ordinary man who lived a long time ago
Bell task
How do we describe what someone is like? List ideas. Is it by how they look or by what kind of person they are?
Learning toolbox
-In groups students to study some of the paintings of Jesus. Why do the pictures vary? What is the artist trying to show in each picture? What do the paintings tell us about Jesus? Feedback and discussion.
-Students will be shown various events from the Bible and must decide what each event tells us about what Jesus was like. Each event should be described and an explanation should accompany this to explain what the event shows about what Jesus was like.
Thinking Caps: Green and white
Habits of the mind: Work together, keep learning and be clear
Plenary
Do you think that Jesus was just an ordinary man who lived a long time ago? Why? (PAIR marking) Bronze, silver, gold
-PAIR marking
-Group work and discussion
-Targeted questioning using the question matrix
Resources
-Images of the paintings of Jesus
-Power point
-PAIR task
Key Vocabulary/literacy opportunities
Jesus
Evaluation question (arguing different points of view)
Marking Opportunity:
-Pair marking
-Red pen during lesson
Recall/Homework:
Recall key words
SMSC:
Spiritual: exploration into Christian beliefs about Jesus
Misconceptions:
None
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 3
1. Gathering.
Describe why historical events are important
2. Processing
Explain how Christianity came to
Bell task
Recall key words set as homework.
Learning toolbox
Bubble map. Why are historical events important? Feedback and discussion.
-Bubble map
-Story board
-Evaluation question
-Recall HW
Resources:
-Paper copies (History of Christianity)
-Power point
-Blank story boards
-Colors
Subject @ SAA
Britain
3. Applying
Evaluate whether Britain is a Christian country
Using power point information students to produce a storyboard or a timeline to show how Christianity came to Britain. Allow time for questioning and discussion.
Maps: Bubble
Caps: Green, white and red
Habits of the mind: Thinking about your thinking, striving for accuracy and be clear
Plenary
Do you believe that Britain is a Christian country? Bronze, silver, gold. Peer assess
-Questioning
-Discussion
Key Vocabulary/Literacy opportunities
Schism
Reformation
Roman Catholic Church
Church of England
Marking Opportunity:
Red pen
Homework recall
Recall/Homework:
Key words recall
SMSC:
Cultural: discovering our Christian heritage.
Misconceptions:
New lesson added to SOW. Assess after lesson
Subject @ SAA
Lesson 4 1. Gathering.
Describe your final words to family and friends if you were going away for a long period of time
2. Processing
Explain the Great Commission
3. Applying
Evaluate how the Great Commission has influenced the lives of the people working for the NE1 project
Bell task
Homework recall of key words
Learning toolbox
-Using post card writing frame students to write down 2 facts about themselves. Students to imagine they are going away for a long period of time. What would be their final words to family and friends? Students to read out their post cards.
-Group work: Give students the Bible passage (Great Commission) located in Matthew 28 verses 16-20. Students to discuss the meaning and feedback.
-Watch media clip on the Great Commission
Maps: None
Caps: Green and red
Habits of the mind: Understanding others, working together and be clear
Plenary
How has the Great Commission influenced the lives of the people working for the NE1 project?
-Group work
-Discussion
-Evaluation
-Questioning
-Recall homework
Resources
-Post card writing frame
-Bible quotation
-Power point
-Media clip
Key Vocabulary/literacy opportunities
Great Commission
Interpretation of a quote
Writing to argue
Marking Opportunity:
-HW recall
-Red pen SPAG
Recall/Homework:
None
SMSC:
Spiritual: Exploration of Christian beliefs via the Great Commission
Misconceptions:
Unpacking the Bible quotation can be difficult for some students
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 5
1. Gathering.
State the top ten Christian countries around the world
Bell task
Where do Christians live in the world? List countries.
Learning toolbox
-Students will list the top ten Christian countries
-Completed maps and explanation
-Bronze, silver, gold evaluation
Resources:
-Blank maps
-Colors
-World places quiz
Subject @ SAA
2. Processing
Explain where Christians live in the world
3. Applying
Evaluate a personal opinion on why most Christians live in America
-Students to watch 3 minute video quiz on world places. The challenge is to write down as many places and locations as possible.
-Using maps students should color code places in the world where most Christians live. This should be explained and labeled.
Caps: White and red
Habits of the mind: Striving for accuracy, think before acting and persist
Plenary
Why do most Christians live in America? Bronze, silver and gold.
-Questioning
-Observation
-Power point
Key Vocabulary/Literacy opportunities
Writing to argue
Marking Opportunity:
-Bronze, silver gold task
-Red pen during lesson
Recall/Homework:
None
SMSC:
Cultural: Discovering Christianity locally, nationally and globally
Misconceptions:
None observed
Lesson 6
1. Gathering.
Describe a person without saying exactly who they are
2. Processing
Explain a detailed part of St Aidan’s life
3. Applying
Evaluate what you have learned about St Aidan
Bell task
What are the problems with repeating stories? Give examples.
Learning toolbox
-Split class into two teams. The winners will receive the most positives. Display a famous person on the screen behind a member of the class. The rest of the class will take it in turns to describe the person without saying who they are. Repeat with other famous people. The famous people are known well for something and students are going to learn about a famous Northern Saint important to Christians, Link to purpose of the lesson.
-St Aidan media clip
-Group work: Each group to be given a snap shot story of a part of St Aidan’s life. Discuss as a group. Individually students will produce a freeze frame or a scene which details that part of St Aidan’s life. Bronze, silver, gold PAIR task.
-PAIR marking
-Group work
-Discussion
-Plenary task
Resources:
-PAIR task sheet
-Media clip
-Power point
-Colors
Key Vocabulary/Literacy opportunities
St Aidan
Marking Opportunity:
-PAIR marking
-SPAG during lesson
Recall/Homework:
St Aidan recall
SMSC:
Subject @ SAA
Caps: White
Habits of the mind: Working together, striving for accuracy and use what you’ve learned
Plenary
Write a summary of what you have learned about St Aidan
Spiritual and cultural: Influence of St Aidan and how he helped spread Christianity throughout Northumberland
Misconceptions:
Students have heard about St Aidan due to our academy and some will link this to holy island. Knowledge of St Aidan is limited.
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 7
1. Gathering.
Describe what is meant by worship
2. Processing
Explain three different types of Christian worship
3. Applying
Evaluate learning by producing an acrostic poem about worship
Bell task
Homework recall on St Aidan
Learning toolbox
-Produce a bubble / circle map on what students think worship is. Media clip to follow. Add information.
-Watch 3 media clips on 3 different kinds of Christian worship. Students to take notes during the clips.
-Group work: Similarities and differences between the 3 types of Christian worship
Maps: Bubble or circle
Caps: White
Habits of the mind: Work together, be creative and think before
-Circle map
-Similarities and differences of Christian worship
-Acrostic poem
-HW recall
-Targeted questioning
Resources:
-Power point
-Circle / bubble map
-Media clips of worship
Key Vocabulary/Literacy opportunities
Compare and contrast
Worship
Marking Opportunity:
-HW recall
-Red pen during lesson
Recall/Homework:
Learn the similarities and differences between the 3
Subject @ SAA
acting
Plenary
Produce an acrostic poem on the word worship or add ideas next to each letter
kinds of Christian worship
SMSC:
Spiritual: respecting the Christian faith and how they express beliefs through worship
Misconceptions:
None encountered
Lesson 8
1. Gathering.
Describe how Chris Moyles describes the Church
2. Processing
Explain similarities and differences between Churches
3. Applying
Evaluate Peter’s words and create a living brick
Bell task
Recall homework: similarities and differences in Christian worship
Learning toolbox
-Listen to Chris Moyles sound clip and produce a circle map which contains words to describe the Church from the clip. Opinions?
-Group task: students to be given a selection of images of different Churches. Record the similarities and differences between them.
-Display Peter’s words (Peter: 2: 4-5). Discuss the meaning. The Church is about the people rather than the building bricks.
Maps: Circle
Caps: Green and white
Habits of the mind: Work together, be creative and be clear
Plenary
Give students a brick template. Inside of the brick students should write their name, personal qualities, skills, interests, hobbies and beliefs on the bricks. This should be decorated for a display.
-Circle map
-Group task
-Living bricks
-Homework recall
-Questioning
-Discussion
Resources
-Power point
-Radio clip
-Church images
-Brick templates
Key Vocabulary/literacy opportunities
Church
Living brick
Sacrifices
Spiritual
Priesthood
Marking Opportunity:
-Homework recall
-SPAG marking
Recall/Homework:
Completion of living bricks
SMSC:
Spiritual: respect for the Christian Church buildings
Misconceptions:
Lower ability students find
Subject @ SAA
interpreting the words of Peter difficult
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 9
1. Gathering.
Describe what we mean by a faith walk
2. Processing
Explain what happens on a faith walk
3. Applying
Evaluate whether Christianity is dying out in our modern world
Bell task
Can you name different Churches in Darlington? Where are they?
Learning toolbox
-What is a faith walk? Discuss and define
-Explain what happens on a faith walk. Students will watch media clips and will explain
-Introduce evaluation question. Students will plan their answers using a tree diagram. PAIR marking
Maps: Tree
Caps: Red, white, yellow and black
Habits of the mind: Think about your thinking, use what you’ve learned and strive for accuracy
Plenary
Write up of evaluation question using success criteria
-PAIR marking
-Faith walk explanation
-Tree diagrams
-Questioning
-Discussion
Resources:
-Power point
-Media clips
-Tree diagram
Key Vocabulary/Literacy opportunities
Faith walk
Christianity
Marking Opportunity:
-PAIR marking
-Red pen during lesson
Recall/Homework:
Next lesson
SMSC:
Spiritual: respect for Christians expressing their beliefs via faith walks
Misconceptions:
None encountered
Subject @ SAA
Lesson 10 1. Gathering.
Describe what is meant by the term denomination
2. Processing
Explain key information of one Christian denomination
3. Applying
Evaluate whether Christians should all believe in the same thing
Bell task
State: 5 cars, football teams, films, shops and pets. Link the purpose of this lesson to the task.
Learning toolbox
-Define the word denomination. Produce a Christian denominations tree or color code one using the template to show the different branches of Christianity.
-Group work: each group to be given information on a different denomination. Groups to prepare a presentation or a poster using the information which must be explained to the rest of the class.
Caps: Red, white
Habits of the mind: Think about your thinking, work together and be clear
Plenary
Should all Christians believe in the same thing? Bronze, silver, gold.
-Evaluation question
-Posters
-Presentations
-Group work
-Questioning
Resources
-Power point
-Denomination tree
-Denomination information
Key Vocabulary/literacy opportunities
Denomination
Roman Catholic
Church of England
Quakers
Salvation Army
Anglican
Marking Opportunity:
-Red pen SPAG
Recall/Homework:
Recall key words
SMSC:
Spiritual: respecting different Christian beliefs
Misconceptions:
Common theme in GCSE exams that students refer to Roman Catholic as another religion
Subject @ SAA
Lesson 11 1. Gathering.
Describe how the female vicar is treated in the vicar of Dibley
2. Processing
Explain different Christian attitudes to the roles of women
3. Applying
Evaluate whether men and women should be treated equally
Bell task
Homework recall key words
Learning toolbox
-Watch vicar of Dibley Episode 1 the arrival. Watch the scene where the vicar arrives. Discuss. Produce a circle map and include words to describe how the vicar is treated.
-Using power point produce a table to show the two different Christian attitudes towards the role of women.
Maps: Circle
Caps: Red, white, yellow and black
Habits of the mind: Think about your thinking, strive for accuracy and look at it in another way
Plenary
‘Women should be treated equally to men.’ Bronze, silver, gold task.
-Circle map
-Comparison table
-Evaluation question
-Questioning
Resources
-Vicar of Dibley DVD
-Circle map
-Power point
Key Vocabulary/literacy opportunities
Traditional
Modern
-Arguing different points of view
Marking Opportunity:
-SPAG red pen
Recall/Homework:
None
SMSC:
Moral: Should men and women be treated equally?
Misconceptions:
None encountered
Subject @ SAA
Lesson 12 1. Gathering.
Describe the meaning of the term death penalty and forms of the death penalty
2. Processing
Explain different Christian attitudes towards the death penalty
3. Applying
Evaluate whether prison is a worse punishment than death
Bell task
Define the death penalty. Students to produce a circle map on forms of the death penalty from the past to present
Learning toolbox
-Feedback from bell task. Add ideas to the circle map
-Group task: Devise arguments for and against the death penalty. Feedback and discussion
-Students to produce a table on different Christian attitudes to the death penalty using the power point
-Show a short scene from Trevor McDonald ‘On Death Row.;
Maps: Circle
Caps: White, yellow, black and red
Habits of the mind: Think about your thinking, strive for accuracy and look at it another way
Plenary
Evaluation question (bronze, silver, gold). ‘Prison is a worse punishment than death.’ PAIR TASK
-PAIR task
-Circle map
-Group task
-Questioning
-Discussion
Resources
-Power point
-On death row clip
Key Vocabulary/literacy opportunities
Death penalty
Writing to argue
Marking Opportunity:
-Pair marking
-Maintenance marking during lesson
Recall/Homework:
None
SMSC:
Moral: considering the rights and wrongs associated with the death penalty
Misconceptions:
None. Students enjoy learning about this moral issue.
Subject @ SAA
Lesson 13 1. Gathering.
Describe the traditional Nativity story
2. Processing
Explain the Biblical accounts of Jesus’ birth
3. Applying
Evaluate the differences between the two birth accounts
Bell task
What do you know? The nativity story? Circle map.
Learning toolbox
-Media clip of the traditional nativity story. Students to add information to their circle maps.
-Read the two Biblical accounts of Jesus’ birth.
-Media clips
-Discussion
-Students to explain the Biblical accounts of Jesus’ birth
Maps: Circle
Caps: Green and white
Habits of the mind: Keep learning, be clear and striving for accuracy
Plenary
What is the difference between the two Biblical accounts of Jesus’ birth or what is the difference between the nativity story and the Biblical accounts of Jesus’ birth?
-Explanation of Biblical accounts
-Plenary task
-Discussion
-Student responses to media clips
Resources
-Power point
-Media clips
-Biblical accounts Jesus’ birth
Key Vocabulary/literacy opportunities
-Nativity
-Biblical
Compare and contrast
Marking Opportunity:
-Red pen
-Evaluation task
Recall/Homework:
None
SMSC:
Spiritual – exploring Christian beliefs about Jesus’ birth
Misconceptions:
Students will only be aware of the traditional nativity story and not the birth stories of Jesus within the Bible
Subject @ SAA
Lesson 14 1. Gathering.
Describe how Christians celebrate Christmas
2. Processing
Explain how Christians celebrate Christmas in other countries
3. Applying
Evaluate if you had to celebrate Christmas in another country which one would it be and why
Bell task
How do you celebrate Christmas?
Learning toolbox
-How do Christians celebrate Christmas? Circle map. Add ideas during discussion
-Group work: give students information on how Christians celebrate Christmas in other countries.
-Show media clips
-Students should explain how Christmas is celebrated in three other countries and produce illustrations to represent each one
Maps: Circle
Caps: White and red
Habits of the mind: Thinking about your thinking, striving for accuracy and keep learning
Plenary
If you had to celebrate Christmas in another country where would it be and why?
-Explanation of how Christians celebrate Christmas in other parts of the world
-Evaluation question
-Discussion
-Observation
Resources
-Media clips
-Power point
-Information sheets
-Colors
Key Vocabulary/literacy opportunities
Christmas
Writing to argue
Marking Opportunity:
Red pen
Recall/Homework:
None
SMSC:
Spiritual: respecting how Christians celebrate their beliefs
Misconceptions:
None